Posted by
Abraham H. Miller on Thursday, January 20, 2011 12:00:00 AM
The Higher Education Problem and
Some Solutions
Abraham H.
Miller
A recent study of college
undergraduates showed that there was no significant learning, critical thinking
development, or writing improvement among nearly half of college students by
the end of the sophomore year. At the
end of four years and tens of thousands, if not hundreds of thousands of dollars
in expenses, more than a third of college students learned little to
nothing.
No one who has taught in a college or
university in the last several decades would be surprised by those findings. A lot of people go to college and learn
nothing. The recent concerns of a student loan bubble that rivals the sub-prime
crisis is inadvertently reflected in the research.
Students emerge with degrees but
are unable to find jobs to put those degrees to work. Without doubt that is partially due to the
current economic situation. But there is another reason. Colleges and universities have callously awarded
degrees by using flexible and malleable standards.
Where subjectivity is a strong
component of grading there is a higher likelihood of simply pushing students
through. Colleges increasingly are tuition dependent as state resources are
withdrawn because of budgetary problems.
In many states, subsidies increase as a student moves through the years,
with colleges receiving a far greater financial stipend for seniors than for
freshmen. The incentive to the colleges
is to retain students, not to apply standards.
The result is that colleges have
learned how to grant degrees, not necessarily to provide educations. But it is ludicrous to simply blame the
colleges. Higher learning is a special
activity that not only requires of students a certain amount of raw
intelligence, but also psychological and motivational aptitudes to commit to what
should be the demanding process of learning.
Only a small percentage of students
are really capable of partaking in and benefiting from the experience. Test
scores, high school grades, and recommendations only attest to the likelihood
of college success; without motivation, interest, and intellectual stamina those
conditions are insufficient to developing the skills and mastering the material
that leads to an education. And many
students enter college without even the necessary conditions for success let
alone both the necessary and sufficient ones.
We have created the myth that
everyone can benefit from the college experience, without acknowledging what
those benefits might be. For many, college is nothing more than enhanced access
to alcohol, drugs and sex. Clubs and bars dot the campus landscape in
abundance. I once asked a class if it were possible to leave class, buy hard
drugs and return before the fifty minute hour was over. Half a dozen eager
students volunteered to show this could not only be achieved but were willing
to bet one another as to who could “score” and return first. Needless to say, the quest was not
implemented.
Today, the colleges are
vendors. The students are
consumers. They are to be lured with
fancy dorms, fashionable shopping malls, and recreation centers that rival
upscale athletic clubs. A student with a
bad grade is a disgruntled consumer, and if he is the least bit sophisticated,
he can achieve vengeance by due-processing the professor to death, first with
testimony from his friends as to the failings of the professor, and then
through a series of procedural
reviews. Finally, the case will land on
the desk of some administrator who will have vigorously embraced Marshall
Field’s famous aphorism, “The customer is always right.”
A dissatisfied consumer is one
thing. A dissatisfied member of a
protected class presents a qualitative different problem, where accusations of
identity bias will play a prominent role in the plaintiff’s complaint. These
will appeal to the identity bureaucracy that needs such complaints to justify
its bloated existence. Members of this bureaucracy will volunteer to get
involved to buttress the “abused” student’s case.
Over a scotch at the faculty club,
you will hear more than one war story of being threatened with due-process that
is concluded with the refrain, “I gave the sob a “B” and to hell with him.”
Because as a society we demand a
college education to lift boxes on the loading dock, we have students who don’t
want to be in college, don’t relish the yearly accumulation of increasing debt,
and are angry about the process, but see few alternatives. We are a credentialed society. We claim that we relish diversity and
achievement, but we are drawn to status.
We assume that a degree from a status institution means something more
than it really does. Often it means that the person got in the door and had the
financial resources to pay the tuition.
We overlook the hard-working, impoverished student who worked his way
through a public college and had no time for the hedonism of the “college
experience.”
We are now seeing in the colleges
some of the same dysfunctional behavior we see in high school: angry students,
acting out, disrupting classes, slouching in their seats, conspicuously looking
bored and waiting for class to end.
Meanwhile the mounting debt and
lack of available jobs for people who have managed to acquire degrees without
educations, and even those with educations, places the society in jeopardy of
another financial crisis. Let’s face reality.
Many of the jobs that require college degrees do not really require
college educations, and both employers and graduates know this.
We need to provide opportunities
for people who are not interested in or capable of benefiting from a real
college experience. There are a whole
host of technical educations that would greatly advantage both society and
students, and we have largely given that education over to the for-profit education
system. This places a large financial
debt on students whose incomes will be good but not substantial. There is a need for public education to
provide a larger role here and for students to be counseled to post-secondary
education options other than traditional college educations.
The generation before mine produced
physicians and lawyers who went from high school to professional school. In my generation there were numerous three
year programs that led to entry into professional school Now students generally need a four-year
degree to enter professional school, and teachers often need a fifth year to be
certified. Has all of this extra
“education” really made for better lawyers, doctors and teachers? Does one really need required courses in the
debilitating propaganda of “identity
studies” to become educated? All this
has done is to increase student debt and tuition revenue to maintain the academic
façade. We should strongly consider
reducing the number of years of college before professional school or even
placement exams that would permit a direct route for the brightest students.
So how do
we as a society teetering on a student loan collapse change this? First, we should expand community colleges
and publicly funded on-line programs. The
British used the Royal Mail in the 19th Century to create a program
of distance learning that reached the overseas colonies. In the mid-20th C, it was possible
in the United Kingdom
to get college credit by turning on the BBC.
The Internet age means that access to distance learning is increasingly
possible, and it should not be monopolized by the for-profit institutions.
The first two years of college are
generally a review of high school. There
is absolutely no financial justification for spending money in an expensive
institution, public or private. If your
child needs two years away from home to indulge in recreational sex and drugs,
send him to Caribbean for a couple of weeks several
times a year. It will be a lot cheaper and likely more
memorable.
Get rid of the “identity” studies
programs, and the “identity” bureaucracy.
The identity bureaucracy consumes between three to five percent of a
traditional institutions’ budget, and the mandatory courses in ethnic
cheerleading and propaganda are generally recognized as a waste of time and a
Works Progress Program for intellectually challenged minorities.
Use civic centers, senior centers,
and public libraries as satellite learning centers dispensing college credit,
providing easy access to everyone who wants a no-frills college education. The
technology exists. There is no reason a
campus lecture couldn’t be broadcast out to communities drawing in more
students and providing revenue for the institution.
If tax policy can determine where a
society wants money invested, then financial aid policies can provide
incentives as to what skills a society needs from the college educated. Right now, we need more engineers and fewer
liberal arts majors and lawyers. Let’s provide incentives for those outcomes.
Higher education is in many ways a
corporate subsidy. Major corporations
with large campuses should start their own educational facilities and receive
appropriate accreditation. This would
enhance the practical value of an education by putting into the classroom
people with real business and technical experience. There should be enhanced
people-to-people partnerships between businesses and higher education.
A traditional bachelor’s degree
should and could be streamlined into three years. Some Western countries have never
had a four college program and produce fine graduates. The amount of high school repetition,
intellectual fluff, compulsory ethnic propaganda courses, and distribution
requirements no one wants to take, which serve primarily to capture more
tuition money, could all easily be eliminated. No student will miss them. And in reality few administrators will miss the
identity programs because these
departments are a nightmare of political turmoil seeded with people who believe
they are entitled to unlimited claims as societal victims.
Of course, there are too many
vested interests that benefit from the traditional bricks-and-mortar, four-year
system, with its lavish building programs, malls and captive consumers. And
there are too many parents who will indulge their children in a college
life-style rather than a college education.
Yet, a major student loan default
appears on the horizon, and when the collapse comes, we will be compelled to at
least look at what higher education should look like, albeit I am pessimistic
about change as the vested interests are unlikely to yield the cosseted sinecures
the current system provides without a massive lobbying effort on behalf of the
status quo.
If we want the 21st
Century to remain the American Century, we at least have to consider that the
current system is dysfunctional for us as a society and needs to be changed.
Abraham H. Miller is an emeritus
professor of political science.